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UC  BERKLL 


iRARY 


UC-NRLF 


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The  American  Psychological 
Association 


REPORT  OF  THE  COMMITTEE 

ON  THE 

ACADEMIC  STATUS  OF  PSYCHOLOGY 


A  SURVEY  OF 

I    GENERAL  AND  EXPERIMENTAL  PSYCHOLOGY 

II     CHILD  PSYCHOLOGY 

III    APPLIED  PSYCHOLOGY 


PRINTED  BY  THE  COMMITTEE 

IOWA  CITY,  IOWA 

December,  1919 


The  American  Psychological 
Association 


REPORT  OF  THE  COMMITTEE 

ON  THE 

ACADEMIC  STATUS  OF  PSYCHOLOGY 


A  SURVEY  OF 

GENERAL  AND  EXPERIMENTAL  PSYCHOLOGY 
II     CHILD  PSYCHOLOGY 
III    APPLIED  PSYCHOLOGY 


A 


EDUC. 

PSYCl 

LIBRARY 


To  the  American  Psychological  Association:  ^ 

Your  Committee  on  the  Academic  Status  of  Psj'chology  pre- 
sents herewith  a  printed  Report  on :  General  and  Experiment- 
al Psyclibio^y,  Child  Psychology  and  Applied  Psychology,  as 
.sjii?\^i  b:f  .5-_^u^'vey  of  the  views  of  members  of  the  American 
Psychological  Association  and  a  limited  number  of  Psychol^ 
ogists  in  recognized  colleges.  Part  I  has  been  prepared  by 
Margaret  Floy  Washburn ;  Part  II  by  Bird  T.  Baldwin ;  Part^ 
III  by  Clarence  S.  Yoakum.    The  form  of  the  Report  is  simi-i 

lar  to  those  submitted  by  your  Committee  in  1915  and  1916. 

I 

I 

Bird  T.  Baldwin,  Chairman\ 

V.  A.  C.  Henmon  j 

Charles  H.  Judd  ■ 

Margaret  F.  Washburn      ' 

Clarence  S.  Yoakum  1 

I 

Cambridge,  December  30,  1919.  \ 


PART  I.     REPORT  OF  QUESTIONARY  ON  GENERAL  AND 
EXPERIMENTAL  PSYCHOLOGY 

The  heads  of  Departments  of  Psychology  in  all  the  colleges 
hich  are  mentioned  in  the  U.  S.  Bureau  of  Education's  Re- 
)rt  and  of  which  the  sender  of  the  questionary  had  ever 
sard,  were  asked  to  report  on  the  following  points;  the  last 
ree  years  being  the  period  to  be  covered: 

I.  Any  changes  in  the  instructing  staff  for  general  and  ex- 
irimental  psychology  which  indicate  either  progress  or  de- 
ine,  for  instance :  increase  or  reduction  of  the  teaching  force ; 
crease  or  reduction  of  salaries;  raising  or  lowering  of  the 
ficial  rank  of  members  of  the  staff. 

II.  Any  changes  in  the  number  of  courses  offered:  sub- 
cts  of  courses  either  added  or  dropped. 

III.  Any  changes  in  the  position  of  general  psychology  in 
e  curriculum:  has  its  department  been  separated  from  or 
mbined  with  any  other  department  during  the  last  three 
!ars;  has  it  been  opened  to  any  class  of  students  not  pre- 
ously  allowed  to  enter  it;  has  it  been  changed  from  a  re- 
ared to  an  elective  subject,  or  the  reverse? 

IV.  Any  changes  in  the  number  of  students  electing  gen- 
al  and  laboratory  psychology.  Any  changes  in  the  amount 
'  research  work  published  and  in  progress. 

V.  Any  changes  in  the  material  equipment,  number  of 
loms,  noteworthy  additions  of  apparatus  or  books.  Any 
>ecial  forms  of  apparatus  constructed. 

VI.  Any  other  conditions  which  seem  to  you  relevant  to 
e  status  of  general  and  experimental  psychology  in  your  in- 
itution. 

VII.  Any  marked  effects  of  the  war. 

Answers  were  received  from  the  following  institutions: 

State  Universities 

Arizona,  Arkansas,  California,  Colorado,  Florida,  Idaho, 
linois,  Iowa,  Kansas,  Maine,  Michigan,  Minnesota,  Missouri, 

3 


471221 


Montana,    Nevada,   New   Mexico,   Ohio,   Oklahoma,   Oregon, 
Tennessee,  Texas,  Virginia,  West  Virginia,  Wyoming. 

Large  Private  Universities  I 

Brown,  Chicago,  Harvard,  Johns  Hopkins,  Princton,  Stan-j 
ford,  Syracuse,  Yale,  Clark.  ; 

I 

Smaller  Private  Institutions 

Ohio,  Wabash,  Haverford,  Lafayette,  University  of  the 
South,  Wesleyan,  Cornell  College,  St.  Lawrence,  Purdue, 
Miami,  Fargo,  Washington  and  Jefferson,  Allegheny,  Roches- 
ter, Bates,  Ripon,  Colorado  College,  Knox,  Earlham,  Coe, 
Hamilton,  Union,  Franklin  and  Marshall,  Pennsylvania  State 
College,  Williams,  Dartmouth,  Northwestern,  Colgate,  Lehigh, 
Rutgers,  Pennsylvania  College,  Marietta,  Ursinus,  Connecti- 
cut, Sweetbriar,  Rockford,  Western  College  for  Women,  Bar- 
nard, Randolph-Macon,  Wellesley,  Simmons,  Mt.  Holyoke, 
Smith,  Beloit,  Vassar. 

Hunter  College  and  the  University  of  Cincinnati,  although 
both  city  institutions,  are  included  in  this  group. 

From  the  replies  to  these  questions  I  have  tried  to  extract 
statements  that  have  general  significance  and  state  facts  that 
are  not  due  to  purely  local  conditions. 

I.  Salary  increases  have  been  noted  only  when  they  wer€ 
general  throughout  the  institution,  since  an  increase  of  th€ 
salary  of  one  or  two  teachers  has  no  more  than  a  personal 
significance.  The  question  of  salary  increases  is  of  interest 
to  the  progress  of  education  at  large  rather  than  to  that  oJ 
psychology  as  a  department.  Twenty-seven  percent  of  th( 
state  universities  report  general  increases  of  salary;  fifty- 
eight  percent  of  the  smaller  private  institutions  and  thirty 
seven  percent  of  the  large  private  institutions  report  such  ai 
increase.  Among  the  small  private  institutions  are  a  numbe] 
in  which  salaries  must  have  been  very  low,  a  fact  that  wil 
probably  account  for  their  high  percentage  of  cases  wher( 
salaries  have  been  raised.  But  the  figures  suggest  that  thi 
state  universities  have  done  less  than  the  private  institutiom 
to  raise  the  salaries  of  their  teachers. 

1 


Thii-ty-nine  percent  of  state  universities,  twenty-seven  per- 
ent.  of  smaller  private  institutions,  and  thirty'seven  percent 
f  large  private  institutions  report  the  addition  of  one  or  more 
lembers  to  the  staff  of  instruction.  The  smaller  percent  for 
lie  smaller  institutions  no  doubt  means  that  their  staffs  were 
Iready  adequate  to  deal  with  their  numbers  of  students. 

II.  Although  the  questionary  called  for  data  on  general 
nd  experimental  psychology  only,  many  of  the  respondents 
ticluded  courses  in  applied  psychology  among  those  whose 
ddition  to  the  curriculum  they  reported.  In  going  over  this 
aaterial  I  included  courses  on  the  following  subjects  as  be- 
Dnging  to  pure  (general  and  experimental)  rather  than  ap- 
»lied  psychology:  introductory  and  advanced  general,  intro- 
[uctory  and  advanced  experimental,  animal,  social,  psychology 
if  learning,  psychology  of  thinking,  individual  psychology, 
)hysiological,  psychology  of  emotions,  psychology  of  sensation, 
theoretical,"  abnormal,  human  behavior,  differential  psychol- 
\gy,  quantitative  psychology,  history  of  psychology,  psychol- 
>gy  of  religion,  genetic,  child  psychology. 

It  is  gratifying  to  find  that  despite  the  prominence  of  ap- 
)lied  psychology  during  the  past  fetv  years,  there  has  been  a 
narked  growth  in  the  number  of  courses  in  pure  psychology, 
^ighty-tico  percent  of  the  state  universities,  seventy  percent 
)f  the  smaller  private  institutions,  and  sixty-two  percent  of 
he  large  private  institutions  have  added  one  or  more  courses 
n  pure  psychology  during  the  past  three  years.  The  smaller 
)ercent  for  the  large  private  institutions  probably  means  that 
;heir  curricula  were  better  stocked  in  this  respect  at  the  be- 
ginning of  the  period. 

Experimental  psychology  is  the  course  ivhich  has  been  add- 
id  in  the  largest  number  of  itistitutions  (10)  ;  seven  of  these 
^^ere  small  institutions,  which  have  just  established  labora- 
;ories,  and  three  were  state  universities.  The  large  private 
iniversities  were  already  sufficiently  well  equipped  in  this 
ine.  Abnormal  psychology  comes  next  to  experimental,  hav- 
ing been  added  in  eight  institutions,  five  of  which  were  col- 
leges for  women.  This  probably  indicates  an  important  new 
direction  of  interest.  Social  psychology  comes  third,  having 
been  added  in  three  small  institutions,  one  large  private  uni- 


versity  and  one  state  university;  genetic  psychology  fourth 
having  been  added  in  three  smaller  institutions,  two  of  then 
women's  colleges;  physiological  psychology  and  "human  be 
havior"  were  added  in  two  institutions  each. 

III.  Two  of  the  smaller  private  institutions  and  one  stat( 
university  report  that  the  department  of  psychology  has  beei 
separated  from  that  of  education  during  the  past  three  years 
while  the  same  number  of  each  of  these  two  classes  repori 
that  psychology  has  been  separated  from  philosophy.  On( 
large  private  university  states  that  this  latter  change  wil 
probably  be  effected  within  the  next  year.  There  is  stil 
much  to  be  accomplished  in  securing  the  independence  of  psy- 
chology from  the  departments  of  education  and  philosophy 

There  is  a  not  very  marked  tendency  to  admit  students  t( 
courses  in  psychology  in  the  Freshman  and  Sophomore  years 
About  thirteen  percent,  of  the  smaller  institutions  have  openec 
psychology  to  Sophomores  in  the  last  three  years.  No  othei 
institutions  reported  this  change,  and  reference  to  the  cata^ 
logues  shows  that  psychology  was  already  open  to  Sophomorej 
in  most  of  the  others.  One  state  university  and  two  of  th( 
smaller  institutions  have  opened  psychology  to  Freshmen ;  "i 
few  Freshmen,"  "with  restrictions,"  the  reports  say.  At  Vas- 
sar  the  restrictions  are  that  the  Freshmen  must  offer  a  science 
for  entrance  and  must  have  unusually  good  records. 

There  is  a  distinctly  increasing  tendency  to  use  psychologi 
in  pre-professional  training.  Thus  four  state  universities  re- 
port that  it  has  recently  been  made  a  requirement  for  such 
training,  while  two  state  universities  report  that  it  is  bein^ 
largely  elected  by  pre-professional  students ;  two  of  the  small- 
er institutions  have  lately  made  it  a  requirement  in  this  con- 
nection and  one  comments  upon  the  tendency  of  pre-profes- 
sional students  to  elect  it. 

IV.  As  regards  the  relative  increase  in  the  numbers  of 
students  in  general  and  experimental  psychology  and  in  re- 
search, in  the  first  place,  the  great  majority  of  institutions 
report  a  remarkable  increase  in  the  numbers  of  the  student 
body  as  a  whole  in  this,  the  first  year  after  the  war. 

Fifty  percent  of  the  state  universities,  thirty  percent  of 
the  smaller  private  institutions,  and  twenty-two  percent    of 


the  large  private  institutions  report  a  marked  increase  in  the 
number  of  students  in  general  psychology. 

Twelve  percent,  of  the  state  universities,  seventeen  percent 
of  the  smaller  private  institutions,  and  twenty-two  percent  of 
the  large  private  universities  report  marked  increase  in  ex- 
perimental work. 

Research  has  been  so  much  interrupted  by  the  war  that 
nothing  significant  as  to  its  progress  can  be  determined. 

V.  The  only  really  significant  data  contained  in  answers 
to  this  question  related  to  increase  in  laboratory  space.  This 
was  reported  by  twenty-four  percent  of  the  smaller  colleges 
and  large  private  universities,  and  by  thirty-four  percent  of 
the  state  universities.  Four  of  the  smaller  institutions  have 
just  established  laboratories.  One  state  university  has  just 
done  the  same,  and  two  state  universities  confess  that  they 
have  none. 

VI.  and  VII.  Among  the  effects  of  the  war,  aside  from  the 
obvious  one  of  decreased  registration  during  the  war,  twenty 
percent  of  the  state  universities,  and  four  percent  of  the 
smaller  institutions  report  a  disproportionate  increase  in  the 
mimber  of  students  in  psychology  this  year;  one  state  univer- 
sity, three  smaller  institutions  and  two  large  private  univer- 
sities refer  to  increased  interest  in  the  whole  subject  of  psy- 
cholog>"  as  an  effect  of  the  war.  Increased  seriousness  of 
attitude  on  the  part  of  students  is  noted  by  several.  The  most 
important  effect,  however,  is  the  great  impulse  towards  ap- 
plied psychology  and  mental  tests.  I  do  not  know  whether 
there  is  any  real  significance  in  our  figures  on  this  point,  but 
they  suggest  that  the  interest  in  tests  has  hit  the  state  uni- 
versities less  hard  than  the  private  institutions;  sixteen  per- 
cent of  the  former  and  twenty-nine  percent  of  the  latter  re- 
porting it.  Other  effects  of  the  war  noted  are  increased  in- 
terest in  problems  of  morale  and  mental  hygiene,  and  in  the 
psychological  aspects  of  sociology ;  the  loss  of  members  of  the 
staff  to  positions  in  applied  psychology;  a  tendency  for  psy- 
chologists to  be  consulted  by  those  seeking  to  reconstruct 
curricula  in  professional  courses  and  by  manufacturing  and 
business  organizations.  From  a  state  university  comes  the 
following,  which,  it  will  be  agreed,  represents  perhaps  the 


most  profoundly  important  single  condition  noted  in  this  re- 
port: "The  war  seems  to  have  increased  the  popularity  of 
psychology  and  run  the  professor's  living  expenses  $800  above 
his  salary." 

In  view  of  the  strong  trend  towards  applied  psychology 
which  is  now  under  way,  it  may  be  well  to  close  the  report 
by  quoting  the  suggestive  words  of  Professor  Frank  Angell : 
"It  looks  as  if  we  should  have  to  run  along  a  department  of 
Applied  Psychology  to  keep  psychology,  on  the  other  side, 
pure.  The  idea  is  to  give  stiff  work  in  straight  psychology 
before  entering  on  the  applied." 

PART  II.     CHILD  PSYCHOLOGY 

Assuming  that  Child  Psychology  may  be  defined  in  a  very 
general  manner  as  an  analysis,  description  and  explanation 
of  the  mental  development  of  the  normal  and  abnormal  child 
from  infancy  through  adolescence,  will  you  please  state: 

I.     Significant  Changes  that  have  taken  place  in  the  Courses  in  Child 
Psychology  in   Universities  and  Colleges  during 
the  last  Three  Years.  * 

The  replies  to  this  question  as  gleaned  from  the  reports  of 
125  members  of  the  American  Psychological  Association,  in- 
dicate some  significant  changes  in  the  courses  in  Child  Psy- 
chology. Few  courses  have  been  dropped;  a  number  of  new 
ones  have  been  added ;  there  have  been  some  distinct  changes 
in  content  with  a  trend  toward  mental  tests. 

Minnesota  has  discontinued  "Child  Study"  and  "Mental  Re- 
tardation"; Clark  has  eliminated  one  course  in  "Child  Psy- 
chology," and  George  Washington  has  dropped  "Child  Psy- 
chology." 

New  courses  have  been  added  at  Chicago,  "Psychopathic 
and  Delinquent  Children";  Minnesota,  "Child  Mind";  Colum- 

•  The  material  for  the  Report  has  been  secured  through  a  questionary  submitted 
to  the  Members  of  the  Association  and  the  writer  wishes  to  thank  them  for  responding 
so  generously  at  a  time  when  many  were  returning  to  their  former  positions  from  war 
service.  Fifty  letters  have  been  received  from  members  who  are  not  actively  engaged 
in  Child  Psychology,  but  the  detailed  replies  to  thirteen  questions  by  125  Members  fur- 
nishes the  basis  of  the  survey  included.  The  Outline  follows  the  order  of  the  questions 
submitted.  The  writer  acknowledges  with  appreciation,  the  aid  of  two  of  his  research 
assistants,  Dr.  Martin  Luthei-  Rej-mert  and  Mr.  H.  J.  Peterson,  in  compiling  the  data 
included  in  this  Report. 

8 


bia,  "Training  Volunteers  for  Club  Leadership  and  Religious 
Work  for  Girls";  Teachers  College,  "Psychology  of  Adoles- 
cence" ;  Northwestern,  "Genetic  Psychology"  and  "Psychology 
of  Adolescence";  Iowa,  graduate  course  on  "The  Normal 
Child"  and  research  in  a  new  Graduate  Division  of  the  Uni- 
versity, (The  Iowa  Child  Welfare  Research  Station)  ;  Goucher, 
"Child  Psychology";  Smith,  "Mental  Tests";  Temple,  "Child 
Psychology";  Adelphi,  "Educational  Psychology  (Child)"; 
Dartmouth,  "Educational  Diagnosis" ;  George  Peabody,  "Diag- 
nosis and  Treatment  of  Subnormal  Children";  Pittsburg, 
"Child  Psychology",  (Clinical).  Carnegie  Institute  of  Tech- 
nology has  cancelled  "Genetic  Psychology"  and  added  "Ex- 
ceptional Children." 

The  normal  school  members  report  no  changes.  The  ques- 
tion of  the  content  of  psychology  courses  in  normal  schools 
in  general  is  being  investigated  by  Professor  Bagley  and  one 
of  his  letters  to  the  writer  is  quoted  here  for  future  reference 
by  members  of  the  Association. 

"Whatever  recommendations  I  have  made  regarding  the  place  of  psy- 
chology in  noitnal  school  curricula  are  to  be  considered  as  entirely  pro- 
visional. They  have  been  based  largely  upon  the  criticisms  brought  out 
by  the  publication  of  the  suggested  curricula  distributed  by  the  Carnegie 
Foundation  two  years  ago.  There  has  been  a  good  deal  of  dissatisfac- 
tion with  the  courses  in  general  psychology  that  most  of  the  normal 
schools  have  required.  The  direct  applicability  of  most  of  this  material 
to  the  actual  problems  of  school  work  seems  to  be  almost  negligible. 
WTiether  such  a  course  is  essential  to  an  adequate  understanding  of  the 
psychology  that  is  of  undisputed  value  in  teaching  is  the  question  that 
I  am  raising.  I  have  felt  inclined  toward  the  opinion  expressed  by  Judd 
(in  his  U.  S.  Bureau  Bulletin  on  Normal  School  Standards),  and  by 
Whipple's  committee  that  reported  to  the  American  Psychological  Asso- 
ciation in  1910  (or  1911),  that  the  formal  work  in  pure  psychology  can 
be  dispensed  %\ith  pretty  largely  in  the  noi-mal  schools. 

As  to  the  applied  phases  of  psychology,  there  is  in  my  mind  no  ques- 
tion. The  topics  that  are  significant  to  educational  psychology  (especial- 
ly instinct,  habit,  memoiy,  learning,  individual  differences,  and  mental 
testing)  should  be  expanded,  better  organized,  and  much  more  thoroughly 
linked  with  the  courses  in  subject  matter,  the  courses  in  educational 
theory,  and  the  courses  in  participation  and  practice  teaching." 

A  steady  increase  may  be  noted  in  the  organization  of  Pub- 
lic School  Clinics,  Psycho-educational  Bureaus,  and  a  Research 
Station  for  Investigations  in  Child  Psychology.  Among  the 
members  who  have  recently  gone  into  such  work  are  Mitchell 
and  Johnson  in  the  Bureau  of  Educational  Measurements  in 
New  York;  Maxfield  in  Newark;  Sjivester  in  Des  Moines; 


B.  M.  Lucky  in  Cleveland ;  E.  L.  Woods  in  Pasadena ;  Towne 
in  Kansas  City ;  Doll  in  New  Jersey ;  Healy  in  Massachusetts ; 
Haines  in  Mississippi;  Goddard  and  Mateer  in  Ohio;  B.  T. 
Baldwin  and  Stecher  in  Research  Station,  State  University 
of  Iowa. 
II.     (a)     Differentiations    between    Child    and    Educational    Psychology 

(b)     Differentiations  between  Courses  in  Physical  and  Mental 
Development 

As  a  rule,  Child  and  Educational  Psychology  are  not  clearly 
differentiated.  In  some  institutions  Child  Psychology  is 
found:  (1)  in  the  Department  of  Psychology;  (2)  in  the 
Department  of  Education;  (3)  in  both  Departments,  Psy- 
chology and  Education. 

Among  the  first  group  are :  Pennsylvania,  Iowa,  Princeton, 
California,  Colorado,  Ohio,  Wyoming,  Indiana,  Washington, 
Smith  and  Wellesley. 

Among  the  second  group  are :  Harvard,  Cornell,  Columbia, 
Chicago,  Texas,  Stanford,  Michigan,  Minnesota,  Brown,  Mis- 
souri, Wisconsin,  Kansas,  Northwestern,  Bryn  Mawr,  and 
Goucher. 

Among  those  in  the  third  group  are:  Clark,  Pittsburgh, 
Illinois,  Tufts,  Rochester  and  Washington  University. 

A  few  quotations  will  indicate  the  wide  range  of  conflicting 
points  of  view  in  regard  to  the  purpose  of  Child  Psychology. 
These  may  be  classified  into  those  institutions  where  Child 
and  Educational  Psychology  are  separated  in  (a)  aim  and 
scope;  and  those  (b)  dealing  with  different  periods  of  child- 
hood. In  the  first  group  (a)  are:  Minnesota,  Iowa,  Newcomb 
College,  Iowa  State  College,  Nebraska,  New  York  University, 
University  of  Georgia,  Ohio,  Sweet  Briar  College,  California. 
Among  the  institutions  where  the  two  branches  of  learning 
deal  with  different  periods  of  childhood,  group  (b) ,  are :  Be- 
loit  College,  Mt.  Holyoke  College,  Northwestern,  and  State 
College  of  Washington.    A  few  quotations  may  be  cited. 

Minnesota:  "Child  Psychology  is  taught  as  a  general 
science  apart  from  any  application  to  education."  Iowa  (Star- 
buck)  :  "Child  study  I  regard  as  a  direct,  empirical  study  of 
the  mentality  of  children,  while  educational  psychology  is  con- 

10 


cerned  with  the  methods  of  learning,  of  habit  formation,  etc." 
Iowa  State  College:  "Educational  psychology  puts  special  em- 
phasis upon  the  psychological  principles  the  teacher  needs  to 
know,  while  the  other  course  has  the  point  of  view  of  the  par- 
ent." Newcomb  College:  "The  difference  is  largely  a  matter 
of  purpose."  Nebraska:  "The  one  dealing  with  children  (the 
child  mind  in  action),  the  other  with  adults,  the  application 
of  psychology  to  the  methods  of  instruction."  Neiv  York  Uni- 
versity: "Educational  psychology  deals  principally  with  con- 
trol of  mental  development ;  child  psychology  with  mental  de- 
velopment under  natural  conditions.  The  distinction  is  arbi- 
trary but  useful."  University  of  Georgia:  "Child  psychology 
means  a  course  of  the  type  of  Miss  Tanner's  book,  'The  Child' ; 
Educational  psychology  is  a  course  of  the  type  of  Thorndike's 
'Educational  Psychology.' 

Ohio  University:  "In  paidology  the  study  of  child  life  is 
emphasized ;  in  educational  psychology  the  psychological  prin- 
ciples underlying  educational  theories  and  methods  are  con- 
sidered." Beloit  College:  "Child  psychology  more  psycho- 
logical ;  educational  psychology  more  educational.  Child  psy- 
chology applies  in  the  whole,  to  lower  ages  than  educational 
psychology.  Child  psychology  is  assigned  to  instructor  in  psy- 
chology; educational  psychology  to  instructor  in  education." 
Mt.  Holyoke  College:  "Infancy  and  early  childhood  are  studied 
in  my  course  in  Genetic  Psychology.  The  child  in  school  comes 
in  the  courses  given  in  the  Education  Department."  North- 
ivestei-n:  "Educational  psychology  is  devoted  more  to  the  psy- 
chology of  learning;  genetic  psychology  is  concerned  more 
with  early  development  of  child  life."  State  College  of  Wash- 
ington: "The  courses  in  educational  psychology  cover  espec- 
ially the  laws  of  learning  for  the  adult,  while  the  principles 
often  enter  into  the  child  psychology  course;  we  consider  the 
law  as  it  has  been  worked  out  for  children."  Sweet  Briar 
College:  "Educational  psychology  deals  specifically  with 
teaching  problems."  California:  "Child  psychology  deals 
mostly  with  the  abnormal;  educational  psychology  is  more 
general." 

The  few  returns  from  normal  schools  show  no  differentia- 
tion between  these  courses. 

11 


III.  The  Scope  of  Child  Psychology 
A  brief  summary  of  the  list  of  courses  given  in  universities 
and  colleges  will  indicate  in  general  the  scope  of  the  larger 
^eld  of  Child  Psychology.  Among  the  courses  given  are :  his- 
tory of  child  psychology,  original  nature  of  the  child,  early 
childhood,  adolescence,  physical  development,  intellectual  de- 
velopment, moral  development,  social  development,  mental 
hygiene,  corrective  speech,  clinical  psychology,  mental  meas- 
urements, normal  child,  exceptional  child,  superior  child,  de- 
fective child,  mental  abilities,  experimental  child  psychology, 
research  in  child  psychology.  The  emphasis  on  the  content  of 
these  courses  is  influenced  directly  by  the  fact  that  the  course 
is  given  in  the  Department  of  Education,  in  the  Department 
of  Psychology  or  in  both  Departments. 

IV.     Class  Texts  and  Supplementary  Books  in  Child  Psychology 

Instructors  in  Child  Psychology  in  the  universities  and  col- 
leges represented  by  members  of  the  Association,  as  a  rule  do 
not  use  regular  class  text  books  but  rely  on  lectures, 
supplementary  books  and  magazine  articles.  The  texts,  listed 
alphabetically,  are :  Betts,  "Mind  and  its  Education" ;  Clapa- 
rede,  "Experimental  Pedagogy  and  the  Psychology  of  the 
Child";  Colvin,  "The  Learning  Process";  Freeman,  "How- 
Children  Learn";  Hall,  "Adolescence";  King,  "High  School 
Age";  Kirkpatrick,  "Fundamentals  of  Child  Study"  and  "In- 
dividual in  the  Making";  Norsworthy  and  Whitley,  "Psy- 
chology of  Childhood";  Terman,  "Hygiene  of  School  Child" 
and  "Measurement  of  Intelligence" ;  Thorndike,  "Educational 
Psychology";  Waddle,  "Introduction  to  Child  Psychology"; 
Wallin,  "Mental  Health  of  the  School  Child";  Woodrow, 
"Brightness  and  Dullness  in  Children." 

The  authors  most  used  for  supplementary  references  are: 
Bagley,  Baldwin,  B.  T.,  Baldwin,  M.  J.,  Bower,  Bigelow,  Binet, 
Chamberlain,  Coe,  Dearborn,  Dewey,  Drummond,  Ernst  and 
Meumann,  Fiske,  Forbush,  Goddard,  Gordon,  Gross,  Hall, 
Harvey,  Healy,  James,  Johnson,  Kidd,  Lucky,  McKeever, 
Major,  Mateer,  Meumann,  Mitchell,  Moore,  K.,  Montessori, 
Norsworthy  and  Strayer,  Oppenheim,  O'Shea,  Perez,  Puffer, 
Rousseau,   Rowe,   Sandiford,   Seguin,   Shaw,   Starch,   Stern, 

12 


Sully,  Swift,  Towne,  Tracy,  Tredgold,  Tyler,  Wallin,  Wash- 
burn, Wells,  Weisenberg,  Whipple,  Woodrow,  Yerkes. 

V.  Additions  and  Modifications  of  Laboratory  Equipment 
As  to  additions,  modifications  and  eliminations  in  laboratory 
equipment  for  child  psychology  in  the  last  three  years,  few- 
changes  have  taken  place  in  most  institutions.  The  general 
additions  made  consist  of  a  fuller  equipment  for  mental  test- 
ing, motor  tests,  clinical  tests,  anthropometric  measurements 
and  mazes  adapted  to  children.  One  normal  school  reports 
having  bought  one  thousand  dollars  worth  of  standard  labor- 
atory equipment. 

It  should  be  noted  as  a  significant  trend  in  the  advancement 
of  psychology  as  a  science  that  many  of  the  laboratories  in 
General  and  Eo:verimental  Psychology  are  using  children  in 
schools  and  institutio}is  for  experimental  purposes. 

VI.     Sources  for  material  for  Experiments  in  Child  Psychology: 

(a)     Institutions,  (b)     Hospitals,  (c)     Homes,  (d)     Schools 
Of  the  one  hundred  and  thirty  replies  to  question  Six,  the 
results  may  be  summarized  in  terms  of: 

Universities  or  colleges  making  tests  or  carry- 
ing out  investigations  in  Schools 40% 

In  miscellaneous  institutions 26% 

In  homes  22% 

In  hospitals 12% 

Among  the  miscellaneous  institutions  are :  Juvenile  Courts, 
Orphanages,  Reform  Schools,  Institutions  for  Feeble  Minded, 
Institutions  for  Deaf  and  Blind. 

VII.  Description  of  Type  Experiment 
A  number  of  the  members  of  the  Association  outlined  brief- 
ly a  few  type  experiments,  but  as  a  rule  the  writer  was  re- 
ferred to  recent  articles  by  the  experimenter.  Among  those 
mentioned  of  special  interest  in  this  connection  are:  Watson's 
new  book  on  behavior,  publications  from  Book  and  others 
from  Indiana,  Hollingsworth's  spelling  investigations,  Pint- 
ner's  studies  in  mental  tests,  Pechstein's  comparative  studies. 
Seashore's  musical  tests,  Baldwin's  study  in  Johns  Hopkins 
Demonstration  School,  Cole's  mental  age  and  school  entrance, 
Freeman's  psychology  of  learning.  Starch's  studies  in  schooi 

13 


subjects,  clinical  studies  of  Healy,  Goddard,  Smith,  Wallin, 
Gesell  and  others;  Woodrow's  studies  in  association.  Wood- 
worth's  work  in  special  mental  traits,  Hayes'  reports  on  the 
blind,  Gray's  work  in  reading,  Wooley's  psycho-educational 
studies,  Downey's  will  profile,  Terman's  intelligence  tests, 
child  and  adult  studies  under  Carr,  and  investigations  by 
Thorndike  and  his  students. 

VIII.     The  Methods  of  Child  Psychology 

A  summary  of  methods  in  use  in  Child  Psychology  shows 
that  of  the  colleges  and  universities  19  are  using  physiological 
methods;  24,  psycho-physical  inethods;  10,  auto-biographical 
methods;  10,  questionaire  methods;  38,  behavioristic  methods; 
2,  "other  methods";  27,  group  methods;  40,  individual  meth- 
ods; and  a  few  both  individual  and  group  methods. 

IX.,  X.     Table  Showing  Distribution,  by  Type  of  Institution,  of  Mental 
Tests  Listed  in  the  Questionary 


Normal 

Other 

Universities 

Colleges 

Schools 

Institutions 

TOTAL 

>> 

. 

>> 

>, 

>, 

1 

ll 

WW 

h 

mm 

ll 
11 

WW 

>> 

I 

ll 

3  3 
^5 

Actually 
Used 

Studied 
Students 

Army  Alpha 21  2 

Army  Beta IC  4 

Army   Performance   _13  5 

Binet-Simon   12  16 

De   Sanctis 3  4 

Decroly    2  0 

Fernald    3  5 

Franz 3  2 

Goddard     9  6 

Healy  11  7 

Knox    10  6 

Pintner  &   Patterson_12  13 

Porteus    7  6 

Stanford    25  4 

Stenquist     3  5 

Stern    1  5 

Thorndike   10  9 

Wallin    1  4 

Weidensall    1  1 

Whipple     11  16 

Witmer    2  6 

Wooley  &  Fisher 1  5 

Woodworth  «&  Wells  _11  9 

Yerkes   (Point  Scale)  9  17 


10 

6 

2 

1 

4 

1 

37 

10 

6 

4 

2 

0 

4 

1 

22 

9 

6 

4 

2 

0 

4 

1 

25 

10 

6 

7 

2 

1 

3 

3 

23 

27 

1 

2 

0 

1 

2 

2 

6 

9 

0 

1 

0 

0 

2 

1 

4 

2 

1 

5 

0 

0 

1 

3 

5 

13 

0 

3 

0 

0 

1 

2 

4 

7 

3 

6 

0 

1 

3 

2 

15 

15 

3 

9 

0 

0 

3 

3 

17 

itr 

3 

7 

0 

0 

5 

4 

18 

17 

3 

6 

0 

2 

2 

2 

17 

23 

1 

6 

0 

1 

3 

1 

11 

14 

11 

8 

2 

0 

10 

0 

48 

12 

1 

3 

0 

1 

1 

2 

5 

11 

0 

1 

0 

0 

0 

1 

1 

7 

1 

6 

0 

1 

2 

2 

13 

18 

1 

1 

0 

0 

2 

1 

4 

6 

0 

1 

0 

0 

0 

1 

1 

3 

4 

10 

0 

2 

1 

6 

16 

34 

0 

1 

0 

1 

2 

2 

4 

10 

n 

4 

0 

0 

3 

0 

4 

9 

3 

7 

1 

0 

5 

2 

20 

18 

7 

9 

0 

1 

2 

3 

18 

30 

14 


In  addition  to  the  tests  listed,  the  following  are  reported  in 
use  in  one  or  more  institutions:  Those  by  Brigham,  Colvin 
(Moral  Judgment  Test),  Dearborn,  Kelly,  Kent,  Kuhlmann, 
Lowell,  Mulhall,  Otis,  Pressey,  Rossolimo,  Seguin,  Seashore, 
Thurstone. 

XI.     Laboratories  for  "Clinical  Psychology" 

Thirteen  universities  and  five  colleges  report  laboratories 
for  so-called  "clinical  psychology."  Six  other  institutions  also 
report  laboratories  but  no  normal  school.  (The  term  "clini- 
cal" is  strongly  objected  to  by  a  number  of  members  of  the 
Association.) 

Clinical  Record  Blanks 

1.  From  the  Yale  clinic  Gesell  sends:  Introductory  Report 
to  be  filled  out  in  advance  by  teacher,  parent  or  social  work- 
er; Interview  Record;  Mental  Test  (Terman  Revision)  ;  Clini- 
cal Summary.  Records  are  easily  distinguished  because  they 
are  kept  on  sheets  of  various  colors. 

2.  MacMillan  blanks  are :  General  history,  family  and  de- 
velopment History;  Pedagogical  Tests;  Defects  of  Speech; 
Special  Records  for  Deaf  and  for  Crippled  Children;  Record 
of  Examination  to  be  sent  to  school  principal  and  Record  for 
filing. 

3.  Maxfield  uses  the  following  blanks:  Child  History; 
Physical  Examination;  Stanford  Revision;  Mental  Examina- 
tion— a  series  of  performance  tests  which  includes  the  Wit- 
mer  form  board  and  cylinders;  Healy,  Gwyn,  Knox,  Wood- 
worth  and  Wells  and  Dearborn  tests  as  well  as  estimate  of 
ability  in  school  subjects. 

4.  Stevenson  Smith:  Record  of  Family  Development  and 
School  History,  Physical  Examination,  Mental  Examination 
(performance  tests)  ;  Tests  of  Component  Mental  Processes 
Involved  in  Reading;  Record  of  Speech  Defects  with  space 
for  noting  improvement. 

5.  Wallin's  blanks  are:  Physical  Examination  (Defects, 
Diseases,  Disorders,  and  Stigmata)  ;  Pedagogical,  Personal 
and  Family  History;  Mental  Examination  for  Recording  re- 
sults of  the  Terman  Revision;  Healy  and  Wallin  Tests  and 

15 


anthropometrical  measurements;  Report  of  Examination — a 
summary  for  official  use;  Recommendation  or  Assignment  of 
Pupil;  and  School  Report  of  Special  Class  Pupil. 

Doll  WTites:  "Following  your  suggestion,  I  am  able  to  describe  the 
procedures  which  I  am  following  in  applied  child  psychology  in  the 
correctional  institutions.  The  New  Jersey  Department  of  Institutions 
and  Agencies  has  added  to  its  psychiatric  clinic  a  section  of  psychology 
whose  functions  are  to  conduct  psychological  measurements  of  inmates 
of  all  the  correctional  institutions  of  the  State.  The  work  which  is  of 
interest  for  child  psychology  is  in  the  institution  for  juvenile  delinquent 
boys,  namely,  the  State  Home  for  Boys  at  Jamesburg,  N.  J.,  and  the 
institution  for  juvenile  delinquent  girls,  namely,  the  State  Home  for 
Girls  at  Trenton,  N.  J.  In  these  institutions  we  are  conducting  group 
psychological  tests  with  a  view  to  making  a  general  mentality  survey 
for  the  purposes  of  administration,  particularly  with  reference  to  the 
educational  and  vocational  aspects  of  training.  These  group  survey  tests 
give  us  a  perspective  of  the  population  in  each  institution  and  serve  as 
preliminary  mental  age  ratings  of  the  individual  inmates.  As  rapidly 
as  possible  we  follow  the  group  tests  with  clinical  examinations.  In 
these  individual  examinations  we  make  mental  diagnoses,  analyze  per- 
sonality, make-up,  deteiTnine  vocational  aptitudes  and  probable  social 
adaptability.  We  work  in  conjunction  with  the  institutional  physicians 
and  the  institutional  psychiatrists,  the  latter  being  membei-s  of  the  psy- 
chiatric clinic  of  the  New  Jersey  State  Hospital  assigned  to  this  work." 

XII.     Publications 

Of  the  publications  during  the  last  three  years  listed  by 
members,  the  percentage  distribution  is: 

Intelligence  and  general  mental  tests 46% 

Clinical  Child  Psychology 6% 

Applied  Child  Psychology 29% 

"Pure  Child  Psychology" 19% 

The  ivriter  of  this  Report  believes  that  much  emphasis 
should  he  placed  at  this  time  on  the  need  for  detailed  con- 
secutive analytic  studies  in  ivhat  might  he  called,  "Pure  Child 
Psychology,"  and  the  apj^Ucations  ivhich  may  he  derived  from 
these  hasic  findings.  Marked  progress  is  heing  made  in  this 
direction. 

XIII.     Some  Fundamental  Problems  in  Child  Psychology  in  which  ex- 
perimental studies  could  profitably  be  undertaken  for 
periods  from  1  to  10  consecutive  years 

The  outlook  for  the  future  development  of  Child  Psychol- 
ogy may  be  prophesied  from  the  problems  formulated  by  the 
members  of  the  Association  who  were  so  generous  as  to  reply 

16 


to  the  above  statement,  expressed  in  the  form  of  a  question. 
These  problems  are  worthy  of  serious  consideration  and  if  our 
science  is  to  progress,  each  investigator  should  know  what 
fields  are  being  investigated  in  order  to  cooperate  and  to  avoid 
needless  duplication.  A  Cooperative  Research  Committee 
should  be  appointed  by  the  Association  to  formulate,  coordi- 
nate, standardize  and  as  far  as  possible  evaluate  the  ivide 
range  of  psychological  experimental  research  noiv  extant  in 
Child  Psychology.    This  is  also  suggested  by  Book. 

Foi-  purposes  of  general  grouping,  the  problems  submitted 
may  be  conveniently  classified  into  those  dealing  with  (a) 
Early  Infancy;  (b)  Special  Mental  Traits;  (c)  Mental  Tests, 
individual  and  group;  (d)  Physical  and  Mental  Development; 
(e)  Mental  Deficiency  and  Psychopathology ;  (f)  Vocational 
Guidance;  (g)  Special  School  Subjects. 

Problems  Suggested 

(a)     Early  Infancy. 

Bradford:  "Proper  age  for  pupils  to  enter  school  or  chronological  or 
mental  and  physical  age  to  enter.  My  belief  is  that  seven,  sometimes 
eight  years  is  better  generally  than  six,  for  entering  school." 

Dashiell:  "Do  the  various  natural  instincts  and  dispositions  appear 
in  any  definite  order  and  manner?" 

English:     "More  conditioned  reflex  studies  like  Florence  Mateer's." 

Hai-v^ey:     "How  children  acquire  a  notion  of  directions." 

"The  extent  of  any  quantity  that  is  actualized  in  thought  beyond  which 
quantity  becomes  symbolic.  How  and  when  a  child  distinguishes  a  per- 
cept from  an  hallucination." 

Howes:  "Should  like  to  have  tests  over  10  years  to  deteiTnine  how 
authentic  are  the  earliest  indications  of  taste  and  talent.  My  two  chil- 
dren have  been  sharply  differentiated  in  this  respect  from  six  months 
on." 

Jastrow:  "The  formation  and  use  of  words:  the  step  from  under- 
standing to  using  in  the  8th  to  18th  month."  "Individual  differences  in 
infancy  related  to  later  development."  "Thorough  study  by  mental  tests 
and  otherwise  of  "true"  children  and  adopted  children  in  same  family 
to  differentiate  similarities  due  to  heredity  and  to  environment.  Same 
for   step-children;    also    similarity   with    parents." 

Murray:  "Study  of  the  early  instinctive  reactions  (especially  of  the 
gregarious,  sympathetic,  competitive  and  constructive  tendencies;  self- 
display,  etc.)  as  dignostic  of  social  and  vocational  aptitudes  observable 
ten  years  later." 

Johnson:  "The  appearance  and  development  of  emotional  responses 
in  infancy  and  childhood,  considering  especially  fears,  anger,  and  love." 

Ruckmich:  "The  matter  of  color  perception  in  the  earlier  years  is  by 
no  means  adequately  and  satisfactorily  solved."  "We  also  find  conflicting 
statements  concerning  childhood  memories." 

Watson:     "Early    differentiation    of    activities — whole    gamut    of    in- 

17 


stincts."     "Imitation— conditioned  reflex  which  appears  before  explicit 
habits  begin  to  form." 

Vance:     "A  differentiation  of  native  and  acouired  reactions." 

(b)  Specific  Mental  Traits. 

Douglass:  "A  transfer  of  training  problem  on  children  of  different 
ages  to  see  how  much,  if  any,  transfer  increases  with  age." 

Edwards:     "Tests  for  the  development  of  emotional  age." 

Janet:  "Investigation  of  tests  which  do  not  diagnose  present  ability 
so  much  as  capacity  to  improve  in  the  future." 

Maxfield:  "Tests  for  mental  qualities,  traits,  abilities,  etc.,  not  in- 
cluded in  the  concept  of  'intelligence'."  "Tests  for  kindergarden  chil- 
dren to  determine  where  they  are  ready  to  begin  first  grade  work." 

Miner:  "The  significance  of  border  lines  on  test  scales."  "The  study 
of  some  special  ability  analogous  to  musical  ability,  literary  talent  or 
drawing,  painting  and  sculpture." 

Snoddy:  "We  are  now  undertaking  two  investigations  on  the  develop- 
ment of  motor  co-ordination,  one  with  boys  and  the  other  with  girls. 
The  problem,  par  excellence,  is  an  adequate  standardization  of  the  point 
scale  idea,  which  should  be  worked  out  by  a  group  of  psychologists." 

Teagarden:  "Different  types  of  imagery  used  by  children  both  in  and 
out  of  school." 

Woodworth:  "Tracing  rate  of  advance  of  individual  children  by  re- 
peated measurement  of  abilities  of  the  same  children  through  a  series 
of  years."  "Speech  development  and  defects  in  children  under  school 
age." 

Starbuck:  "An  attempt  to  establish  certain  'norms'  of  efficiency  in 
the  mental  life  of  children.  To  trace  out  lines  of  development  of  various 
powers  and  functions." 

Truman:     "Learning  abilities  of  children  at  different  ages." 

(c)  Mental  Tests,  Individual  and  Group. 

Achilles:  "I  think  there  is  great  need  for  experimental  work  on 
elementary  education  to  eliminate  waste  of  time.  Normal  or  superior 
groups  (IQ  over  90)  should  be  used  to  see  if  they  could  not  cover  more 
work  in  a  school  year,  thus  shortening  the  number  of  years  now  spent 
in  elementary  education." 

Colvin:  "Standardization  of  various  intelligence  tests  for  different 
social  and  racial  groups."  "The  role  of  the  conditioned  reflex  in  the 
learning  of  school  subjects." 

Downey:  "Fluctuations  in  intelligence  quotient."  "Physical  develop- 
ment and  intelligence  quotient."  "Study  of  development  of  special 
capacities." 

Gordon:  "Standardization  of  alternative  questions  for  the  Stanford 
Scales — eliminating  the  possibility  of  coaching.  This  is  very  important 
where  one  examiner  is  working  in  an  orphanage  or  school." 

Jones,  E.:  "A  study  of  Intelligence  Quotients  of  Children  during  the 
Elementary  School  Period." 

Kirkpatrick:  "Relation  of  Group  Intelligence  tests  to  Binet  age  and 
to  problems  of  promotion  and  teaching."  "Establishing  of  reliable  but 
easily  determined  tests  for  classifying  children  mentally  or  planning 
educational  treatment." 

Kuhlman:  "Group  intelligence  tests."  "Educational  tests  for  in- 
dividual examination." 

Cole:  "Stammering  might  very  well  have  as  much  energy  devoted 
to  it  as  the  problem  of  defective  children  has  had  in  the  past  few  years." 

HoUingworth,  L.   S.:     "Subsequent  histories  of  children  manifesting 

18 


neurotic  and  psychopathic  symptoms."  "Experimental  corrective  eda 
cation  of  children  with  neurotic  personality." 

Miner:  "The  relation  of  delinquency  to  heredity,  environment,  an< 
training." 

Moore:  "Mental  and  environmental  factors  of  juvenile  delinquency.' 
"Psychological  analysis  of  the  cause  of  retardation  in  special  brancho; 
of  reading,  writing,  etc." 

Sutherland:  "Recognition  and  treatment  of  neurotic  tendencies  ii 
children." 

Terman:     "Education  of  dull  and  feeble  minded  children." 

Wallin:  "The  study  of  mental  deficiency  and  specific  mental  defect 
in  all  types  of  mentally  and  educationally  abnormal  children." 

(f)  Vocational  Guidance. 

Book:     "State  survey  of  High  School  pupils'  abilities." 

Coe:     "The  great  problem  for  education  is:    In  what  occupations  am 

problems   of  adult   society   can   children   of  different   ages  take   an   in 

terested  and  happy  part?" 

Malmberg:     "Vocational  guidance  of  the  exceptional  child." 

White:     "Special  abilities  and  disabilities."  ^ 

(g)  Special  School  Subjects. 

Clark:  "The  rate  of  progress  of  gifted  pupils  as  shown  by  intelli 
gence  tests  and  by  school  promotions." 

DeVon:  "Problems  of  children's  learning  of  school  subjects.  Proh 
lems  of  the  nature  of  intelligence." 

Moore,  H.  T.:  "Study  of  retardates  over  a  period  of  5  to  7  years  to  de 
termine  validity  of  suggested  corrective  measures." 

Henmon:  "Tests,  psychological  and  educational,  repeated  with  th( 
same  children  each  year  are  greatly  needed.  General  intelligence  tests 
standard  psychological  and  psychological  tests,  and  tests  in  school  abil 
ities  would  give  a  knowledge  of  mental  development  in  children  whicl 
we  do  not  now  possess." 

MacMillan:  "The  intelligence  level  of  10  year  old  children  throughoul 
the  nation  on  the  basis  of  other  than  information  tests." 

Malmberg:     "Group  testing  of  mentality  of  school  children." 

Reed:  "A  scale  by  which  the  intelligence  of  children  may  be  satis 
factorily  measured  in  groups." 

Starch:  "A  repetition  of  mental  tests  on  the  same  children  for  i 
period  of  years  to  get  a  measure  of  their  growth." 

Stetson:  "Standardizaton  of  Binet  tests  for  American  kindergarder 
children." 

Wallin:  "The  standardization  of  the  technique  of  administration  o1 
innumerable  tests  and  the  establishment  of  norms  based  on  a  much  Largei 
number  of  cases." 

White:     "Psychological  Testing  and  Child  Life." 

Terman:     "Intellectual  growth."     "Gifted  children."  j 

(d)     Physical  and  Mental  Development. 

Bolton:  "Physical  and  mental  growth  of  a  group  of  100  through  a 
period  of  16  years." 

Douglass:  "A  growth  problem,  after  Crampton  or  Baldwin,  correlat- 
ing the  facts  of  growth  with  intelligence  tests  and  with  pedagogical 
tests." 

Gordon:  "More  data  on  estimation  of  physiological  age,  especially  oi 
dentition." 

19  ' 


Johnson:     "Follow  the  physical  and  mental  growth  of  the  same  group 
children  throughout  a  long  period  including  X-Ray  study  of  ossifica- 
jn  and  calorimeter  measures  of  metabolism." 

Kelly:  "The  collection  of  records  giving  gro^^i:h  of  same  subjects,  in 
icceeding  years  in  many  physical  and  intellectual  functions." 
Luckey:  "The  richest  field  to-day  is  in  clinical  psychology.  All  chil- 
•en  upon  entering  school  should  have  the  benefit  of  both  physical  and 
ental  tests  by  experts,  and  a  repetition  of  the  tests  at  least  every  two 
;ars  throughout  the  course.  Much  permanent  good  would  thus  be  ob- 
.ined  and  many  incipient  difficulties  be  overcome.  The  purpose  of  edu- 
Ltion  is  to  make  healthier  and  better  men  and  women." 
MacMillan:  "The  rate  of  maturation  of  100,000  children  from  6  to 
)  years." 

Moore  H.  T.:  "Relation  between  care  of  teeth  and  efficiency  in  school. 
3lect  a  group  for  especial  dental  care  and  observe  the  effects  on  school 
arks." 

Pechstein:  "Development  of  the  powers  of  reasoning."  "The  normal 
ental  picture  for  the  junior  high  school  entrant." 

Peterson,  H.  A.:  "The  fatigue  condition  of  children  of  6  to  9  years 
:  age  during  the  school  day." 

Woodworth:  "Minor  maladaptations  ('neurotic  phenomena')  in  chil- 
ren  of  different  ages." 

Woodrow:  "Scale  for  measuring  anatomical  age,  extending  over  a 
umber  of  years,  and  its  use  in  estimating  brightness  or  dullness." 

?)     Mental  Deficiency  and  Psycho-pathology. 

Bean:  "The  effects  of  deafness  upon  mental  growth.  (According  to 
jachers  in  institutions  for  the  deaf  and  for  the  blind  the  judgements  of 
implex  types,  such  as  moral  judgements  are  very  crude  in  the  deaf,  but 
ot  in  the  blind.)" 

Breese:  "The  relation  of  feeblemindedness  to  physiological  abnor- 
lalities." 

Peterson,  J.:  "Selection  and  training  by  less  formal  methods  than 
chools  use  of  children  of  greatly  superior  intelligence." 

Smith,  F.  G.:  "Correlation  between  mental  retardation  and  ability  in 
pecific  school  subjects." 

Sutherland:     "The  learning  process  on  school  and  manual  materials." 

Swindle:  "The  effects  of  teaching  children  to  concentrate  while  read- 
rtg.  It  isn't  possible  to  overestimate  the  importance  of  concentration 
nd  accordingly  teach  children  to  read  more  or  less  automatically  while 
hey  are  thinking  primarily  of  things  foreign  to  the  reading.  If  this 
3  the  case,  then  we  might  have  an  explanation  for  the  cause  of  certain 
ypes  of  neurotic  adults  who  are  distressed  because  of  their  inability  to 
oncentrate  while  reading." 

Webb:  "\Vliat  are  the  fundamentals  in  drawing  ability;  also  methods 
f  testing  drawing  ability." 

h)     Moral  Education. 

Henderson:  "A  study  of  the  force  and  effect  of  the  motives  used  to 
nfluence  children.    This  field  is  yet  largely  a  matter  of  opinion." 

Malmberg:  "A  study  of  the  amount  of  religious  trammg  given  to 
hildren — made  in  connection  with  the  churches." 

Terman:     "Moral    development    (potential    delinquency.)" 


20 


PART  III.     APPLIED  PSYCHOLOGY 

Three  hundred  copies  of  the  questionnaire  were  sent  out, 
One  hundred  and  four  replies  were  received  by  December  15, 
1919.  These  replies  cover  the  principal  universities  and  col- 
leges of  the  United  States.  Just  after  sending  out  the  blanks 
word  was  received  that  no  separate  study  would  be  made 
covering  educational  psychology.  From  the  number  of  re- 
plies indicating  interrelations  of  the  fields  covered  and  educa- 
tional topics,  the  inclusion  of  the  educational  field  would  prob- 
ably have  brought  us  a  much  richer  and  more  significant  set 
of  replies.  We  have  attempted  no  summary  of  the  question- 
naire. The  problems  are  obviously  new  in  the  majority  of  in- 
stitutions and"  trends  only  can  be  illustrated.  Answers  art 
summarized  under  the  questions  and  some  overlaping  of  sub- 
jects occurs  in  consequence. 

I.     Indicate  the  significant  changes  that  have  taken  Place  in  the  Course; 
in  Applied  Psychology  in  your  college  or  university. 

(a)  Old  courses  cancelled. 

Eleven  courses  were  dropped,  transferred  to  other  depart 
ments  or  expanded  into  several  special  courses.  One  intro 
ductory  course  in  "Applied  Psychology"  was  dropped  and  ad 
vanced  courses  offered  in  its  place.  Courses  entitled,  'Th( 
Structure  and  Process  of  Consciousness,"  "Genetic  Psychol 
ogy,"  "Faculty  Psychology"  were  dropped.  Other  courses  sue} 
as  "Mental  Tests,"  "General  Psychology  of  Religion,"  "Applie( 
Psychology"  were  expanded  into  two  to  five  courses,  each  witl 
a  separate  title.  Two  courses  with  philosophical  titles  or  con 
tent  were  transferred  to  philosophy. 

I 

(b)  New  courses  added.  i 

The  total  number  of  courses  indicated  as  "new"  under  thi 
heading  is  70 ;  46  of  the  104  institutions  replying  report  thes 
additional  courses,  the  other  58  report  no  additions  in  appliei 
psychology. 

Twenty  of  these  new  courses  are  introductory  and  bear  th 
title  of  "Applied  Psychology." 

In  question  III   the  inquiry  was   made  whether  an    intrc 

21  < 


ctory  survey  was  given  in  this  field.  Thirty-eight  institu- 
)ns  answer  "Yes"  to  this  question.  With  some  reservation 
may  be  assumed  then  that  18  institutions  had  been  giving 
30urse  entitled  "Applied  Psychology"  and  that  20  are  intro- 
cing  such  courses  for  the  first  time.  The  titles  of  the  other 
urses  are  in  some  instances  so  near  this  general  title  that 
i  might  conclude  the  content  of  the  courses  conforms  more 

less  definitely  with  the  courses  called  "Applied  Psychology." 
►r  example,  Vocational  Psychology  is  offered  as  a  new  course 

three  institutions,  the  "Psychology  of  Human  Action"  in 
e  institution.  Of  the  special  courses  mentioned  under  this 
ery  Mental  Tests  and  Business  Psychology  lead  with  7  new 
urses  apiece.  Mental  Measurements  is  offered  five  times; 
ivertising  and  Selling,  three  times;  the  Psychology  of  Ad- 
rtising,  twice.  New  courses  in  Social  Psychology  occur  four 
nes,  in  the  Psychological  Theories  of  Religion,  four  times, 

Abnormal  Psychology,  three  times.  The  Psychology  of 
laracter,  Psychology  of  Music,  Mental  Hygiene,  and  Person- 
1  Management  are  offered  twice,  each;  Individual  Psychol- 
y,  the  Psychology  of  the  Christian  Life  and  Clinical  Psy- 
ology  are  offered  as  new  courses  once  each. 

(a)  Do  you  consider  any   portion  of   your  courses  in   general   and 
experimental  psychology  "applied"  in  nature  and  content? 

Eighty-seven  institutions  replied  to  this  question.  Of  these 
^0  considered  the  question  ambiguous.    One  reply  is  quoted : 

"I  think  the  psychology  of  our  recent  Applied  Psychology 
)urses  is  about  this :  We  suddenly  woke  up  and  realized  that 
srtain  bits  of  psychology  had  some  practical  value.  We  were 
>  amazed  that  this  was  true  that  we  immediately  shouted  it 
•om  the  house-tops,  namely,  announced  courses  in  Applied 
sychology. 

"What  we  ought  to  do  is  to  present  the  most  interesting 
tid  useful  material  in  the  realm  of  Psychology  to  beginning 
;udents  just  as  the  elementary  course  in  Physics  is  supposed 
)  do  and  then,  beginning  with  the  second  year,  give  courses 
specially  training  students  to  be  psychologists  or  advertisers 
r  salesmen  or  what  not.  In  many  of  these  cases  today,  'psy- 
lology'  subject  matter  will  be  very  short  and  insignificant 
Dmpared  with  the  detailed  content  presented  to  a  student." 


Twenty-one  indicated  by  their  answers  to  the  other  sections 
of  the  question  that  they  considered  the  courses  in  Applied 
Psychology  distinct  in  nature  and  content  from  those  in  Gen- 
eral Psychology ;  fourteen  stated  definitely  that  they  kept  the 
content  of  their  general  and  experimental  psychology  clear  of 
anything  but  the  most  incidental  references  to  applications; 
fifty  replies  stated  that  they  brought  in  material  from  texts 
and  references  that  they  considered  "applied"  in  nature  as 
illustrations  and  content  for  their  general  courses. 

Many  of  the  institutions  replying  are  teaching  only  Educa- 
tional Psychology  and  the  questionnaire  unfortunately  failed 
to  cover  this  important  field.  The  nature  of  the  replies  from 
this  source  makes  it  fairly  clear  that  Educational  Psychology 
is  considered  by  such  institutions  as  applying  to  the  general 
field  covered  by  this  questionnaire. 

(b)     From  what  sources  are  students  recruited  for  courses  in  Applied 
Psychology? 

Of  the  institutions  replying  under  this  heading  25  mention 
General  Psychology;  17  give  Business  Administration  and 
commercial  courses ;  16  report  the  sources  of  students  in  Ap- 
plied Psychology  as  teachers  or  those  intending  to  become 
teachers;  13  state  that  their  students  are  recruited  from  the 
general  student  body;  8  mention  specifically  pre-medical  stu- 
dents ;  7  mention  recruiting  from  practical  occupations — hor- 
ticulture, agriculture,  shop  work ;  3  institutions  mention  jour- 
nalism; 3,  social  psychology;  3,  law;  and  3,  economics;  2  re- 
cruit practically  all  their  students  from  theological  courses 
and  1  states  that  Applied  Psychology  is  given  to  all  students 
who  "elect  life  activities." 


(c)     How  do  you  differentiate  courses  in  Applied  Psychology  from  other 
courses  in  Psychology  as  to  pre-requisites  in  General  Psychology? 

The  great  majority  require  elementary  psychology  as  pre- 
requisite to  courses  in  Applied  Psychology.  A  few  state  that 
no  policy  is  yet  established;  several  indicate  that  they  take 
students  into  special  courses,  such  as  Advertising  and  Busi- 

23 


ness  Psychology,  if  they  are  in  those  departments  or  evince 
an  interest  in  the  subject  or  have  had  "general  training."  No 
sequence  or  order  of  courses  is  indicated  in  any  case.  Several 
mention  the  fact  that  these  courses  are  open  only  to  seniors 
or  graduate  students.  Many  courses  in  general  applied  psy- 
chology or  in  its  separate  fields  are  evidently  open  to  students 
without  any  previous  training  in  psychology.  In  certain  in- 
stances where  an  introductory  course  in  psychology  is  re- 
quired of  arts  or  general  students,  several  of  the  special  cours- 
es are  open  to  students  whose  major  subject  is  business,  medi- 
cine, etc.,  without  preliminary  work  in  psychology. 

(d)  What  pre-requisites  do  you  specify  in  other  subjects,  such  as  law, 

economics,   sociology,   medicine,   etc.? 

With  very  few  exceptions  the  answers  to  this  question  in- 
dicate that  no  prerequisites  in  such  subjects  are  required  for 
the  courses  in  applied  psychology.  A  few  institutions  indi- 
cate physiology  and  general  biology  as  prerequisite  to  their 
courses  in  the  applied  field;  3  institutions  mention  sociology; 
one  small  college  states  that  commercial  law  is  a  prerequisite 
to  one  of  its  courses  and  biology  prerequisite  to  all  advanced 
courses  in  psychology,  both  general  and  applied.  If  the  an- 
swers to  these  questions  can  be  taken  as  any  criterion,  are 
we  to  assume  that  merely  a  general  interest  in  life's  activities 
is  demanded  of  the  students  entering  courses  in  applied  psy- 
chology? We  seem  forced  to  conclude  that  supecific  informa- 
tion in  such  a  field  as  advertising,  for  example,  is  not  neces- 
sary to  understand  the  work  of  a  course  in  the  psychology  of 
advertising.  The  use  of  illustrations  from  the  field  of  adver- 
tising for  the  general  course  in  Applied  Psychology  is  feasible, 
but  the  possibility  of  giving  a  full  course  of  one  quarter  or 
more  without  some  knowledge  of  the  technique  and  problems 
of  the  advertising  man  seems  unusual. 

(e)  Do  courses   in  Applied   Psychology  overlap   with  courses   such   as 

Advertising,  Psychiatry,  or  Public  Speaking,  given  in  other 
departments?     What  is  being  done  to  correct  this? 

Overlapping  is  mentioned  as  occurring  in  18  institutions. 
In  only  two  cases,  however,  does  it  seem  to  be  serious.    Most 

24 


institutions  replying  felt  that  the  overlapping  is  very  slight  or 
that  it  is  in  reality  stimulating  to  instructor  and  students; 
eight  institutions  report  definite  cooperative  arrangements 
with  the  other  departments  concerned.  The  overlapping, 
while  slight,  occurs  most  frequently  between  courses  in  Abnor- 
mal Psychology  and  work  in  Psychiatry.  This  overlapping  is 
mentioned  ten  times.  Overlapping  in  the  advertising  field  is 
mentioned  four  times.  Overlapping  between  Social  Psychol- 
ogy and  courses  in  the  Analysis  of  Character  and  Temper- 
ament with  courses  in  Sociology  is  mentioned.  We  may  as- 
sume, however,  from  the  replies,  that  this  is  not  yet  a  serious 
problem  in  the  development  of  work  in  applied  psychology. 
It  is  quite  probable  that  the  fact  that  prerequisites  in  these 
other  subjects  are  not  required  by  the  instructors  in  psychol- 
ogy is  responsible  for  the  lack  of  friction  and  overlapping  in 
the  courses  given  in  the  departments  of  psychology.  The  give 
and  take  of  students  in  economics  who  are  also  in  psychology 
is  not  yet  at  the  point  where  friction  between  theories  is  ap- 
parent. 

III.     Indicate  by  check  mark  the  scope  of  the  work  in  Applied  Psychology 
covered  in  your  department 

This  question  failed  to  bring  out  the  number  of  special  and 
distinct  courses  in  the  topics  listed.  Many  replied  in  the  man- 
ner intended,  but  the  majority  indicated  by  check  topics  taken 
up  within  such  courses  as  Applied  Psychology.  By  indepen- 
dent treatment  is  thus  meant  frequently  one  section  of  a 
course  rather  than  a  distinct  course.  Below  is  given  the  num- 
ber of  times  a  topic  was  checked  regardless  of  its  status  as 
a  topic  or  separate  course. 

Title  of  topic  No.  of  items      Title  of  topic  No.  of  items 

or  course  checked  or  course  checked 

None  at  all 1  Business    10 

Incidental   treatment   only 27  Selling  13 

Introductory  survey 38  Advertising 19 

Statistical    and    Biometrical  0  fF  i  c  e     Organization     and 

Technique    19  Management 4 

Mental  Te.st  Technique 43  Personnel  Administration  __11 

Proficiency     (trade)     Test  Vocational     Psychology     for 

Technique    8  Women    1 

Experimental  Technique 19  Industrial  Personnel 1 

Psychology  of  Character 1  Industry 3 

25 


Title  of  topic  No,  of  items      Title  of  topic  No.  of  items 

or  course  checked  or  course  checked 

Personnel  Management 11  Religion 21 

Industrial  Relations 4  Government  and  Politics 5 

Morale   4  War 1 

Industrial  Management 4  Military  Psychology 3 

Efficiency  of  the  Worker 6  Community  Life 7 

Motion  Studies 4  Deficiency  and  Delinquency_15 

Industrial  Hygiene 1  Public   Speaking 4 

Psychology  of  Training 1  Vocational   Psychology 12 

Evidence    7  Vocational  Guidance 13 

Crime  9  Character  Analysis 6 

Medicine    4  Literature   3 

Abnoi-mal  Psychology 30  Art   2 

Psycho-analysis 10  Drama   0 

Psychotherapy   9  Music   4 

Mental  Hygiene 2 

A  few  courses  occurring  only  once  or  given  to  special 
groups  of  students  not  found  in  many  institutions  may  be  list- 
ed :  Rural  Church  Methods,  Psychology  of  the  Synoptic  Gos- 
pels, Moral  and  Religious  Morbidities,  Faith  Cures,  Ethics 
taught  according  to  Behavioristic  Theory,  Psychology  of 
Shakespeare's  Plays. 


IV.     (a)  List  texts  used,  if  any,  in  the  different  courses  in 
Applied  Psychology 

Practically  all  of  the  texts  or  books  published  by  psychol- 
ogists are  indicated  as  texts  one  or  more  times.  The  great 
majority  are  referred  to,  however,  by  a  single  institution. 
Such  books  as  Terman's,  "The  Measurement  of  Intelligence," 
and  Hollingworth  and  Poffinberger's  "Applied  Psychology" 
are  referred  to  more  frequently.  Under  the  heading,  "Supple- 
mentary References,"  a  much  larger  list  of  books  is  given. 
Perhaps  the  most  notable  omissions  are  references  to  books 
and  pamphlets  published  by  men  in  industry  on  the  separate 
fields  in  which  courses  are  offered.  A  few  books  in  Business 
Management,  in  Motion  Study,  and  in  Vocational  Guidance 
are  mentioned,  but  the  long  list  of  references  on  Business 
Practice,  Advertising  and  Selling,  and  Labor  Problems,  pub- 
lished by  men  actively  engaged  in  these  fields  are  scarcely  ever 
mentioned.  Link's  recent  book  in  Employment  Psychology  is 
mentioned  twice,  but  Hawkins',  "The  Selling  Process,"  gets 
no  mention. 


V.     What  laboratory  equipment  have  you  found  valuable  for 
these  courses? 

Seventeen  institutions  stated  that  the  usual  equipment  of 
psychological  laboratory  is  used  for  the  work  in  applied  psy- 
chology; 16  report  the  students  use  all  mental  test  blanks  and 
the  standard  equipment  for  giving  individual  examinations. 
Time  measuring  apparatus  is  mentioned  six  or  more  times. 
Several  institutions  reported  that  no  apparatus  is  used  in  their 
courses,  others  state  that  it  is  used  only  for  demonstration 
purposes.  Advertisements  are  used ;  rating  scales,  and  clinical 
test  materials  are  mentioned.  Only  two  institutions  give  def- 
inite evidence  that  the  laboratories  are  in  constant  use  for 
such  courses. 

VI.     What  sources  of  material   for  experiment  and   field   vk-ork  do   you 

use,  e.  g.,  philanthropic  organizations,  state  and  federal 

offices,   courts,   industrial  concerns,   etc.? 

The  sources  of  material  for  experiment  with  work  cover  a 
large  variety  of  institutions.  The  more  common  ones  in  use 
are  schools  which  are  mentioned  explicitly  some  20  times; 
police,  juvenile  and  federal  courts  are  mentioned;  hospitals 
for  the  insane,  industrial  concerns  are  each  mentioned  seven 
times.  Among  the  less  frequently  mentioned  sources  of  mat- 
erial are  trade  unions,  once ;  schools  for  the  blind,  three  times ; 
cotton  mills,  once ;  municipal  civil  service,  once ;  football  squad, 
once;  retail  stores  are  mentioned  three  times,  and  advertis- 
ing agencies,  once. 

VII.     Describe  briefly  or  send  studies  of  a  type  experiment  in  VI. 

No  t^-pe  experiments  were  sent.  Among  the  studies  in  prog- 
ress are  mentioned  college  grades  in  comparison  with  in- 
structors' ratings ;  study  of  children  in  special  classes ;  college 
ratings  of  blind  students ;  types  of  reactions  of  patients  in  hos- 
pitals for  the  insane;  study  of  personal,  family  and  school 
histories;  measurements  of  musical  talent;  the  analysis  of 
proof  reading  for  a  printing  house ;  and  employment  tests. 


27 


VIII.    Are  you  emphasizing  any  special  methods  of  investigation? 

(a)  The  use  of  mental  tests  for  occupational  fitness  is 
mentioned  11  times;  for  determining  social  status,  5  times; 
tests  for  the  detection  of  crime  are  mentioned  4  times ;  clinics, 
7  times;  job  analyses  are  mentioned  as  methods  of  investiga- 
tion in  four  institutions  and  laboratory  time  studies  in  three 
institutions.  Mental  tests  are  also  used  to  measure  education- 
al progress. 

(b)  Questionnaires  are  still  in  use,  according  to  the  re- 
port, in  7  institutions.  One  reply  states  that  he  does  not  use 
them  and  believes  in  the  golden  rule. 

(c)  Nine  institutions  state  that  they  do  field  work.  Two 
say  that  they  make  individual  investigations ;  2  refer  to  group 
tests  in  city  school  systems  and  2  are  using  group  tests  in 
rural  school  surveys;  others  make  no  qualification  covering 
their  work. 

(d)  Under  other  methods  we  obtained  two  replies.  One 
merely  states  they  are  using  other  methods,  the  other,  that 
he  combined  methods  of  ethnology  with  psychological  methods. 

IX.     (a)  To  what  extent  is  statistical  knowledge  required  in  your  work 

in  Applied  Psychology?     Underscore  once  for  general  students 

and  twice  for  advanced  students  of  Applied  Psychology 

The  following  table  gives  the  frequency  with  which  the 
different  topics  in  statistics  in  the  questionnaire  were  under- 
scored once.  In  several  instances  the  writer  states  that  this 
work  is  given  in  the  Department  of  Mathematics,  and  that 
they  do  not  have  a  regular  course  in  the  Psychology  Depart- 
ment. One  reply  adds,  "psycho-physical  methods  and  their 
interrelations,  logic  of  interpretation  of  statistical  data  and 
graphical  and  tabular  modes  of  presentation." 

All  topics  were  underscored  twice  in  a  few  instances.  This 
is  probably  due  to  the  misuse  of  the  phrase  "advanced  stu- 
dents," and  does  not  indicate  the  topics  they  would  use  in  a 
second  course  in  statistics.  Where  the  distinction  is  made  on 
the  latter  basis  such  topics  as  analytical  procedure  with  per- 
centile curves,  correlation  tables,  regression  and  correlation 
coefficients,    rank  correlation  and  empirical    correlation  for- 

28 


mulae,  multiple  correlation  procedure,  logical  assumptions 
underlying  correlation  work  and  the  determination  of  diag- 
nostic value  of  mental  tests  are  most  frequently  underscored 
twice. 

Measures  of  central  tendency 39  Graphical    and    analytical     pro- 
Measures   of   variabilty    37  cedure  with  percentile  curves_20 

Plotting    and     interpreting    fre-  Calculation  of  regression  coeffic- 

quency  surfaces 36  ients    and    correlation    coeffic- 

The  standard  deviation 32  ients  20 

Rank    correlaiton   and    empirical  Determination  of  diagnostic  val- 

correlation  formulae 27  ue  of  mental  tests 17 

Scatter  diagrams  and  correlation  Logical    assumption    underlying 

tables   23  correlation  work 13 

Measures  of  skewness 11      The  four-fold  table 5 

Ogive  curves  10      Multiple  correlation  procedure 5 

Correlation  for  attenuation 9      Theory  of  common  factors 5 

Transmuting  measures 8      Empirical  equations 4 

Interpretation  of  regression         Use  of  biometric  tables 3 

lines    7 


IX.     (b)  To  what  extent  is  mental  test  technique  required? 

Mental  test  technique  is  required  definitely  in  29  institu- 
tions. From  question  III  we  find  it  checked  as  a  topic,  either 
given  as  a  special  course  or  as  part  of  the  general  course  in 
applied  psychology,  in  43  institutions.  Its  use  in  educational 
psychology  is  not  indicated  by  this  questionnaire. 


X.     List,  so  far  as  you  deem  advisable,  investigations  now  in  progress 
in  Applied  Psychology 

Investigations  are  in  progress  using  Army  mental  tests,  new 
group  tests  for  school  children,  motor  tests,  tests  for  stenog- 
raphers and  typists,  and  testing  for  musical  talent  in  school 
children.  A  mental  survey  is  being  made  of  Indians  in  one 
institution;  morale,  industry,  efficiency,  color  in  art,  lines  in 
art,  detection  of  criminals,  delinquency,  mental  diseases,  in- 
centives, and  variations  in  affective  processes  are  each  men- 
tioned once.  Four  studies  in  character  analysis  are  in  prog- 
ress. The  separation  of  heredity  and  environment  by  the 
study  of  mental  similarities  is  the  subject  of  two  investiga- 
tions. Another  investigator  is  studying  the  legibility  of  auto 
licenses.    Hearing  tests  for  incipient  hearing  troubles  are  also 

29 


being  developed.  An  important  and  suggestive  topic  for  in- 
vestigation is  stated  in  one  reply  as  "elemental  character- 
istics of  measures  of  capacity." 

XI.  Discuss   briefly   or   list   general   Psychological   concepts   for   which 

you  have   found  important   specific  applications 

In  most  instances  the  concepts  mentioned  under  this  head 
have  merely  been  listed,  no  specific  statements  are  given  con- 
cerning the  applications  found.  Several  replies  state  that 
all  concepts  in  psychology  have  been  found  of  use.  Among 
those  given  special  mention  are  tendencies,  the  reflex  arc  con- 
cept, the  original  nature  of  man,  stimulus  and  response,  the 
learning  process,  standards  of  development,  differences  be- 
tween men  and  women,  children  and  adults,  savage  and  civil- 
ized peoples  and  the  relation  of  the  individual  to  society.  In 
more  common  psychological  terminology  we  find  mentioned 
mental  images,  habit,  memory,  imagination,  association,  per- 
ception, appreciation,  thinking,  attention,  interest,  feeling, 
emotion,  will,  attitudes,  disposition ;  Freudian  concepts,  ment- 
al complexes  and  the  sub-conscious  are  found  applicable.  In- 
dividual differences,  general  intelligence,  mental  traits  and 
the  djniamic  point  of  view  are  also  mentioned.  One  reply 
states  that  behaviour  rather  than  conscious  processes  is  fun- 
damental for  applications.  Another  called  attention  to  the 
need  for  training  in  introspection  and  in  experimental  psy- 
chology if  we  are  to  avoid  rejection  of  an  important  part  of 
the  evidence.  He  thinks  that  the  neglect  of  introspection  leads 
to  too  great  dependence  on  methods  and  inability  to  interpret 
results  in  a  vital  psychological  way. 

XII.  What  concepts    of   systematic   Psychology,     as  currently    taught, 

have  you  found  most  inadequate  and  in  need  of  revision 
when  dealing  with  problems  in  the  applied  field? 

Nearly  all  of  the  concepts  stated  under  question  XI.  as  hav- 
ing specific  applications  recur  under  question  XII.  as  being 
inadequate  and  in  need  of  revision.  Consciousness,  mental 
elements,  attention,  reasoning,  and  the  structural  point  of 
view  are  cited  most  frequently.    Instinct,  feeling  and  mental 


images  are  indicated  as  in  need  of  revision.  One  reply  states, 
however,  that  applied  psychology  will  always  be  limited  by 
the  development  of  general  or  systematic  psychology. 

XIII.  This  question  requested  outlines  or  pages  from  the 
college  catalogue  that  would  indicate  the  nature  and  scope 
of  the  work  undertaken.  So  few  were  received,  five  outlines 
of  courses  and  eleven  excerpts  from  catalogues,  that  a  sum- 
mary of  them  would  inadequately  represent  the  general  sit- 
uation. Several  state,  moreover,  their  work  is  so  new  that 
outlines  in  full  are  not  yet  available.  Of  outlines  given  those 
from  Columbia,  Northwestern  University,  Carnegie  Institute 
of  Technology,  Syracuse,  the  University  of  Wyoming,  the  Uni- 
versity of  Iowa  and  Ohio  State  are  most  complete  and  sug- 
gestive. 


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